2024 ASEE Annual Conference & Exposition

Traditionally employed as a diagnostic tool at the onset of an engineering curriculum, the PSVTR has demonstrated its effectiveness in gauging spatial aptitude with scores correlating to success in engineering graphics courses. This research will aim to systematically and regularly conduct the PSVTR longitudinally for a Mechanical Engineering Technology (MET) Department. This involves tracking students' spatial skills throughout their course of study and hopefully providing insights into the developmental trajectory of these crucial abilities.
Our approach considers two potential longitudinal frameworks: administering the PSVTR at regular intervals during the entire academic journey, or strategically placing assessments at culmination points, such as the completion of core engineering courses. By adopting a longitudinal perspective, we aim to uncover nuanced patterns of spatial skills development, offering valuable data to inform curriculum design, teaching methodologies, and support mechanisms.
By tracking the PSVTR over time, we seek to contribute insights that go beyond traditional assessments. Additionally, we explore the potential correlation between improved spatial skills and enhanced motor skills, tactile abilities, and the capacity to perform mechanical tasks—a combination emphasized by industry representatives seeking well-rounded MET graduates. Historically, standardized test scores and grades in non-engineering specific courses such as math, physics, and even computer science have been used as entrance to major requirements and to predict success in engineering, both as a student and a future practitioner. We hope to show that skills in non-traditionally assessed areas are equal or better predictors of long-term success. Additionally, spatial ability may be used as an indicator of performance in areas specific to MET
In conclusion, our work addresses a critical gap in current spatial skills and ABET accreditation assessment practices, presenting a promising avenue for enhancing engineering education. By employing the PSVTR longitudinally, we aim to contribute valuable insights that can shape pedagogical strategies, ultimately fostering the growth of MET engineering students.